Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.
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http://dx.doi.org/10.1128/jmbe.00119-24 | DOI Listing |
Adv Skin Wound Care
January 2025
Deborah M. Wendland, PT, DPT, PhD, CPed, is Professor, Mercer University, Department of Physical Therapy, Atlanta, Georgia, USA. Kathryn Panasci, PT, DPT, CWS, is Associate Professor, Department of Rehabilitation Sciences and Assistant Dean for Interprofessional Education, School of Health Professions at Texas Tech University Health Sciences Center, Lubbock, Texas, USA. At Texas State University, Round Rock, Texas, USA, Hope A. Martinez, John S. Mantanona, Melinda G. Powers, and Rachael L. Sausman are physical therapy students and Karen A. Gibbs, PT, PhD, DPT, CWS, is Professor, Department of Physical Therapy.
Objective: To present a full scope of detailed and engaging laboratory activities recommended by physical therapist clinicians and educators from across the US to assist health professions faculty to develop new or improve current integumentary/wound management (IWM) instruction.
Methods: A three-round Delphi survey was conducted to update IWM curriculum recommendations for entry-level doctor of physical therapy education. First-round participants provided ideas for laboratory activities.
Front Immunol
January 2025
Department of Medical Genetics, School of Medicine, Tehran University of Medical Sciences (TUMS), Tehran, Iran.
Cancer is one of the leading causes of mortality around the world and most of our conventional treatments are not efficient enough to combat this deadly disease. Harnessing the power of the immune system to target cancer cells is one of the most appealing methods for cancer therapy. Nucleotide-based cancer vaccines, especially deoxyribonucleic acid (DNA) cancer vaccines are viable novel cancer treatments that have recently garnered significant attention.
View Article and Find Full Text PDFGates Open Res
January 2025
Barbados Family Planning Association, Bridgetown, Saint Michaels, Barbados.
Effective contraceptive education is essential to reducing unwanted pregnancy, increasing uptake of modern contraceptive methods, and thoughtfully planning desired births. New World Health Organization (WHO) and family planning organization guidelines recommend situating contraceptive education and counseling within a broader context of self-care that emphasizes individual agency and reproductive empowerment. Digital health interventions, and games for health specifically, have been validated as effective and scalable tools for self-guided and interactive health education, especially among younger tech-savvy individuals.
View Article and Find Full Text PDFBMC Health Serv Res
January 2025
College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
Background: Interprofessional education (IPE) plays an essential role in improving healthcare outcomes through achieving shared understanding. Unfortunately, most healthcare professionals have not received training for patient safety (PS) in an interprofessional setting, which can meet the societal medical needs. This study aimed to foster the understanding of senior medical, dental, pharmacy and health sciences students about PS and quality of care at the University of Sharjah (UoS) in UAE.
View Article and Find Full Text PDFPan Afr Med J
January 2025
Department of Paediatrics, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria.
Introduction: given the significant disruption in educational activities during the COVID-19 pandemic and the uncertainties about the post-pandemic future, coupled with increasing demand for the healthcare workforce, e-learning may bridge the gap in training medical students. It was imperative to survey the perception and readiness of the trainers on the use of e-learning for undergraduate medical training in Nigeria.
Methods: this cross-sectional study was conducted among teachers of medical students in Nigeria.
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